不會游泳的大學生在修課前後對學會游泳關鍵因素排序之變化

Changes in the ranking of key factors for learning to swim by college students who can't swim before and after taking classes

10.6169/NCYUJPEHR.202206_21(1).05

何永彬(Yung-Pin Ho)；温蕙甄(Huei-Jhen Wen)

游泳教學 ； 教學技巧 ； 平日的練習 ； 女性 ； 學習成效 ； Swimming teaching ； Teaching skills ； Weekday practice ； Female ； learning effect

嘉大體育健康休閒期刊

21卷1期（2022 / 06 / 30）

53 - 65

繁體中文

學會游泳對不會游泳者是一項困難的挑戰，本研究目的旨在了解不會游泳的大學生修課前後對學會游泳關鍵因素排序之變化。方法為以三所綜合大學選修游泳課之不會游泳、且有意願的大學生為對象，在期初與期末分別填答經專家效度與再測信度之自編問卷，共回收205份，篩選比對後以176份有效問卷進行分析。結果發現：一、不會游泳的大學生（21.6±1.6歲）在修完一學期的游泳課前與課後皆認為「教師教學技巧」是影響學會游泳最關鍵的因素（課前4.86分、課後4.94分），「平日練習」從排名第二（課前4.61分、課後4.73分），「個人體質」則由第三降為第四（課前4.50分、課後4.17分）；與不會游泳的女大學生（21.6±1.6歲，n=127）在修課前、後排序及變化結果相同。二、不會游泳的男大學生（21.6±1.6歲，n=49）在課前「教師教學技巧」居首、「平日練習」居次；修課後變為「平日練習」居首、「教師教學技巧」居次。本研究發現無論生理性別，「教師教學技巧」與「平日練習」對不會游泳的大學生學會游泳最為關鍵。建議大學開設游泳課程時針對不會游泳的大學生發展合宜的教師教學技巧與平日練習的配套機制，以提升不會游泳的大學生之學習成效。

Learning to swim is a difficult challenge for those who can't swim. The purpose of this study was to understand the changes in the ranking of key factors for learning to swim before and after taken swimming classes by college students who can't swim. The method was to target students who were not able to swim and who were willing to take swimming classes in three comprehensive universities. At the beginning and the end of the semester, they fill out the self-compiled questionnaires and expert validity and retest reliability. A total of 205 questionnaires were collected and screened. After comparison, 176 valid questionnaires were used for analysis. The results showed that: 1. College students who can't swim (21.6 ± 1.6 years old) believed that ＂teacher's teaching skills＂ was the most critical factor in learning to swim before and after completing a semester of swimming classes (before class 4.86 points, after class 4.94 points), ＂weekday practice＂ ranked second (before class 4.61 points, after class 4.73 points), and ＂ personal physique＂ dropped from third to fourth (before class 4.50 points, after class 4.17 points); and Female college students who can't swim (21.6 ± 1.6 years old, n = 127) had the same sorting and change results before and after class. 2. Male college students (21.6 ± 1.6 years old, n = 49) who can't swim were ranked first in ＂teacher's teaching skills＂ and ＂weekday practice＂ in second before class; after class they became ＂weekday practice＂ were ranked first and ＂teacher's teaching skills＂ came in second. This study found that regardless of physical gender, ＂teacher's teaching skills＂ and ＂weekday practice＂ are the most critical for college students who can't swim to learn to swim. It is recommended that universities develop appropriate teaching skills and a supporting mechanism for daily practice for college students who can't swim when opening swimming classes, so as to improve the learning effectiveness of college students who can't swim.

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